These opportunities can be used to develop the tasks with various activities based on the song and game, the course grid, and the teacher’s guide book.
2. The Course Grid a. Planning
The results of the needs analysis was the base to write the course grid. The English learning tasks were developed to fulfill the objectives of lesson in
kindergarten. The course grid was developed into nine elements. They are: the units, the theme, the objective of learning, the indicators, the learning input
material and media, the activities, the evaluation and the resources. The course grid can be seen in the appendix 1.
b. Developing the Course Grid
The course grid was developed based on the needs analysis results. The course grid was developed into eight elements. They are: the units, the theme, the
objective of learning, the indicators, the learning input material and media, the activities, and the resources. The elements of the course grid can be seen as
follows.
U n
i t
Theme Objecti
ve Indicato
rs Learning Input
Activities Resource
s Mat
eria l
Media Table 4.1The Elements of the Course Grid
From above table, the first element in the course grid was the unit. There were three units in the course grid. The three units covered the needs of the
children as found in the data of the need analysis. The second element was the theme. The theme was bas
ed on the children’s daily life. There were three different themes in each units
. The first theme was “greeting” for the unit one. The second theme was
“parts of the body” for the unit two. And the last theme was “family members” in which as the theme for unit three.
The third element was the learning objective. There were three learning objectives of each unit. The objective of the first unit was the children are able to
greet and respond someone’s greeting appropriately. The objective of the second unit was the children was able, to identify the parts of the body, and the last unit
the objective was to identify the family members. The objective element was followed by indicators. The indicators in each unit were aimed to find out the
ability of the children. It can be used to measure whether the children reach the objective of the lesson or not.
The fourth element was learning input. The learning input was divided into three sub elements. The first sub element was the material which covered the
language function. Then the second sub element was media. The next element was the activities. The activities were explained about the activities done both by the
teacher and the children in the classroom. There were various activities that the researcher developed. The next element was learning resources. The learning
resources that were used in this course grid were song, game, flash cards and
